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The author refers to educationally handicapped children as those children whose problems, most typically, only manifest themselves in school. Many of these children qualify for special education and most often are integrated into the regular classroom for a significant portion of the day; when they are not in the regular classroom, they are being provided special education in a resource room or s... More

The author refers to educationally handicapped children as those children whose problems, most typically, only manifest themselves in school. Many of these children qualify for special education and most often are integrated into the regular classroom for a significant portion of the day; when they are not in the regular classroom, they are being provided special education in a resource room or some other pull-out program. In addition to these students, it may also include those children who are just on the cusp, who do not qualify for special education but whose academic performance is consistently below average. The author advocates that by clinically analyzing the child's learning ecology, through the process of assessment, planning instruction, carrying out the instruction, evaluating student performance, and modifying the instructional plan based on student performance, the teacher is able to design instruction appropriate for the unique needs of each child. The book will be useful to not only regular classroom teachers, special education teachers, administrators, counselors, and other specialists involved in the lives of educationally handicapped children but also parents and primary caregivers. Collaboration among these groups of people is critical to the ultimate success of the educationally handicapped child.

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